Observation / Reflection #4:Be Quiet! I'm Trying To Talk!
In this observation, pay attention to how your teacher manages his or her clasarsroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
I have been observing two science teachers, one at North Kingston HS, and one at Jamestown's Lawn Avenue Middle School. I have also been a substitute for several science teachers, and although they were not present, their policies were still in operation.
I have seen established routines eliminate the time wasting and opportunities for deliberate disruption from several common activities. Boxes and folders are provided for homework in and out, while an area on the bulletin board lists all assignments and milestones, past, present, future. Two bathroom passes are hanging by the door, and may be used without asking. If they are out, you wait for their return. Pencils, paper, and other supplies are kept available for those who did not bring their own. These help the regular teacher, and as "policy implemented in hardware" they are a great help for subs. Both my observations, and some classes I have worked in do these things.
In many classes, the homework and other assignments are also listed on a class website, available to the students and to their parents, keeping them in the loop if they care to be.
Although both my observation teachers have classes at several ability levels, and some students with less interest, the classes are all remarkably free of disruptive behavior, I think because it is never given the chance to begin. Both teacher start the class while students are still walking in and taking their seats, and there is no dead air for the entire period. Both include a lot of questions in their lectures, both as a means of checking comprehension and keeping students on their toes. Both also walk around, delivering their questions right to the students, but always ready to help if they need help. This willingness to help is key to the good relation between teacher and students; I have not seen and do not expect to see, either teacher criticize a student for "still not getting" some concept.
There are also differences:
My NKHS teacher intends to go through the Physics book cover to cover, using lectures, demonstrations, labs and assessments. It is a lot of work and he expects his students to do it, and is ready to help them.
My Jamestown teacher uses many projects, which align with the standards, but do not follow the standard order. The benefit is that students arrive eager for the class to begin, either to continue a previous activity or begin a new one. When I asked him if he was worried about not covering things that might be tested, he said they pay more attention to the list than it might seem, and kids have done fine in the past. I would like to do this, but can see that it takes a lot of prepartion to do it right.
Observation / Reflection #4:Be Quiet! I'm Trying To Talk!
In this observation, pay attention to how your teacher manages his or her clasarsroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?I have been observing two science teachers, one at North Kingston HS, and one at Jamestown's Lawn Avenue Middle School. I have also been a substitute for several science teachers, and although they were not present, their policies were still in operation.
I have seen established routines eliminate the time wasting and opportunities for deliberate disruption from several common activities. Boxes and folders are provided for homework in and out, while an area on the bulletin board lists all assignments and milestones, past, present, future. Two bathroom passes are hanging by the door, and may be used without asking. If they are out, you wait for their return. Pencils, paper, and other supplies are kept available for those who did not bring their own. These help the regular teacher, and as "policy implemented in hardware" they are a great help for subs. Both my observations, and some classes I have worked in do these things.
In many classes, the homework and other assignments are also listed on a class website, available to the students and to their parents, keeping them in the loop if they care to be.
Although both my observation teachers have classes at several ability levels, and some students with less interest, the classes are all remarkably free of disruptive behavior, I think because it is never given the chance to begin. Both teacher start the class while students are still walking in and taking their seats, and there is no dead air for the entire period. Both include a lot of questions in their lectures, both as a means of checking comprehension and keeping students on their toes. Both also walk around, delivering their questions right to the students, but always ready to help if they need help. This willingness to help is key to the good relation between teacher and students; I have not seen and do not expect to see, either teacher criticize a student for "still not getting" some concept.
There are also differences:
My NKHS teacher intends to go through the Physics book cover to cover, using lectures, demonstrations, labs and assessments. It is a lot of work and he expects his students to do it, and is ready to help them.
My Jamestown teacher uses many projects, which align with the standards, but do not follow the standard order. The benefit is that students arrive eager for the class to begin, either to continue a previous activity or begin a new one. When I asked him if he was worried about not covering things that might be tested, he said they pay more attention to the list than it might seem, and kids have done fine in the past. I would like to do this, but can see that it takes a lot of prepartion to do it right.